Positive Education and School Psychology During COVID-19 Pandemic
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Arslan, G. (2020). Subjective vitality and college belongingness explain how loneliness reduces psychological well-being during coronavirus pandemic: Preliminary validation of the College Belongingness Questionnaire. Psyarxiv.com/j7tf2. http://doi.org/10.31234/osf.io/j7tf2
Arslan, G., Y?ld?r?m, M., Tanhan, A., Bulu?, M., & Allen, K. A. (2020). Coronavirus stress, optimism-pessimism, psychological inflexibility, and psychological health: Psychometric properties of the Coronavirus Stress Measure. International Journal of Mental Health and Addiction. Advance online publication. http://doi.org/10.1007/s11469-020-00337-6
Burke, J. (2020). Primary School leaders’ concerns about reopening schools after the COVID-19 closure. Maynooth University, Maynooth
Burke, J & Dempsey, M (2020). COVID-19 practice in primary schools in Ireland. Maynooth University, Dublin.
Cheng, C., Wai-Man, W., & Tsang, K. W. (2006). Perception of benefits and costs during SARS outbreak: An 18-month prospective study. Journal of Consulting & Clinical Psychology, 74(5), 870-879. https://doi.org/10.1037/0022-006X.74.5.870
Dempsey, M & Burke, J. (2020). COVID-19 Practice in primary schools: A two-month follow-up. Maynooth University, Maynooth.
Devitt, A., Bray, A., Banks, J., & Ni Chorcora, E. (2020). Teaching and learning during school closures: Lessons Learned. Irish second-level teacher perspective. Trinity, Dublin.
Fredrickson, B. L., Tugade, M. M., & Waugh, C. E. (2003). What good are positive emotions in crises? A Prospective study of resilience and emotions following the terrorist attacks on the United States on September 11th, 2001. Journal of Personality & Social Psychology, 84(2), 365-376. https://doi.org/10.1037/0022-3514.84.2.365
Hall, T., Connolly, C., O'Gradaigh, S., Burden, K., Kearney, M., Schuck, S.,... Kosmas, P. (2020). Education in precarious times: a comparative study across six countries to identify design priorities for mobile learning in a pandemic. International Learning Sciences. http://dx.doi.org/10.1108/ILS-04-2020-0089
Frydenberg, E., Deans, J., & O’Brien, K. A. (2012). Developing children’s coping in the early years: Strategies for dealing with stress, change and anxiety. London, UK: Bloomsbury
Lades, L. K., Laffan, K., Daly, M., & Delaney, L. (2020). Daily emotional well?being during the covid?19 pandemic. British Journal of Health Psychology. Advance online publication. http://dx.doi.org/10.1111/bjhp.12450
Moore, S. A., Faulkner, G., Rhodes, R. E., Brussoni, M., Chulak-Bozzer, T., Ferguson, L. J., . . . Tremblay, M. S. (2020). Impact of the COVID-19 virus outbreak on movement and play behaviours of Canadian children and youth: A national survey. The International Journal of Behavioral Nutrition and Physical Activity, 17(1), 1-11. http://dx.doi.org/10.1186/s12966-020-00987-8
Prime, H., Wade, M., & Browne, D. T. (2020). Risk and resilience in family well-being during the COVID-19 pandemic. American Psychologist, 75(5), 631-643. http://dx.doi.org/10.1037/amp0000660
Quinn, P., McGilloway, S., & Burke, J. (2020). The Class of 2020: The experience of Leaving Certificate students during COVID-19 in Ireland. Maynooth University, Maynooth
Shakespeare-Finch, J., Bowen-Salter, H., Cashin, M., Badawi, A., Wells, R., Rosenbaum, S., & Steel, Z. (2020). COVID-19: An Australian perspective. Journal of Loss & Trauma, 25(8), 662-672. http://dx.doi.org/10.1080/15325024.2020.1780748
Tedeschi, R. G., & Calhoun, L. G. (2004). Posttraumatic Growth: Conceptual Foundations and Empirical Evidence. Psychological Inquiry, 15(1),1-18. http://dx.doi.org/10.1207/s15327965pli1501_01
Tugade, M. M., & Fredrickson, B. L. (2004). Resilient Individuals Use Positive Emotions to Bounce Back From Negative Emotional Experiences. Journal of Personality and Social Psychology, 86(2), 320-333.http://dx.doi.org/10.1037/0022-3514.86.2.320
UN. (2020). Education during COVID-19 and beyond. Retrieved from https://www.un.org/development/desa/dspd/wp-content/uploads/sites/22/2020/08/sg_policy_brief_covid-19_and_education_august_2020.pdf
Wong, P. T. P. (2011). Positive psychology 20: Towards a balanced interactive model of the good life. Canadian Psychology/Psychologie canadienne, 52(2), 69-81. http://dx.doi.org/10.1037/a0022511
Y?ld?r?m, M., & Güler, A. (2020). Positivity mechanism explains how COVID-19 perceived risk increases death distress and reduces happiness. Personality and Individual Differences, 168(2021) 110347.
Y?ld?r?m, M., & Solmaz, F. (2020). COVID-19 burnout, COVID-19 stress and resilience: Initial psychometric properties of COVID-19 Burnout Scale. Death Studies. Advance online publication. https://doi.org/10.1080/07481187.2020.1818885
Arslan, G., Y?ld?r?m, M., Tanhan, A., Bulu?, M., & Allen, K. A. (2020). Coronavirus stress, optimism-pessimism, psychological inflexibility, and psychological health: Psychometric properties of the Coronavirus Stress Measure. International Journal of Mental Health and Addiction. Advance online publication. http://doi.org/10.1007/s11469-020-00337-6
Burke, J. (2020). Primary School leaders’ concerns about reopening schools after the COVID-19 closure. Maynooth University, Maynooth
Burke, J & Dempsey, M (2020). COVID-19 practice in primary schools in Ireland. Maynooth University, Dublin.
Cheng, C., Wai-Man, W., & Tsang, K. W. (2006). Perception of benefits and costs during SARS outbreak: An 18-month prospective study. Journal of Consulting & Clinical Psychology, 74(5), 870-879. https://doi.org/10.1037/0022-006X.74.5.870
Dempsey, M & Burke, J. (2020). COVID-19 Practice in primary schools: A two-month follow-up. Maynooth University, Maynooth.
Devitt, A., Bray, A., Banks, J., & Ni Chorcora, E. (2020). Teaching and learning during school closures: Lessons Learned. Irish second-level teacher perspective. Trinity, Dublin.
Fredrickson, B. L., Tugade, M. M., & Waugh, C. E. (2003). What good are positive emotions in crises? A Prospective study of resilience and emotions following the terrorist attacks on the United States on September 11th, 2001. Journal of Personality & Social Psychology, 84(2), 365-376. https://doi.org/10.1037/0022-3514.84.2.365
Hall, T., Connolly, C., O'Gradaigh, S., Burden, K., Kearney, M., Schuck, S.,... Kosmas, P. (2020). Education in precarious times: a comparative study across six countries to identify design priorities for mobile learning in a pandemic. International Learning Sciences. http://dx.doi.org/10.1108/ILS-04-2020-0089
Frydenberg, E., Deans, J., & O’Brien, K. A. (2012). Developing children’s coping in the early years: Strategies for dealing with stress, change and anxiety. London, UK: Bloomsbury
Lades, L. K., Laffan, K., Daly, M., & Delaney, L. (2020). Daily emotional well?being during the covid?19 pandemic. British Journal of Health Psychology. Advance online publication. http://dx.doi.org/10.1111/bjhp.12450
Moore, S. A., Faulkner, G., Rhodes, R. E., Brussoni, M., Chulak-Bozzer, T., Ferguson, L. J., . . . Tremblay, M. S. (2020). Impact of the COVID-19 virus outbreak on movement and play behaviours of Canadian children and youth: A national survey. The International Journal of Behavioral Nutrition and Physical Activity, 17(1), 1-11. http://dx.doi.org/10.1186/s12966-020-00987-8
Prime, H., Wade, M., & Browne, D. T. (2020). Risk and resilience in family well-being during the COVID-19 pandemic. American Psychologist, 75(5), 631-643. http://dx.doi.org/10.1037/amp0000660
Quinn, P., McGilloway, S., & Burke, J. (2020). The Class of 2020: The experience of Leaving Certificate students during COVID-19 in Ireland. Maynooth University, Maynooth
Shakespeare-Finch, J., Bowen-Salter, H., Cashin, M., Badawi, A., Wells, R., Rosenbaum, S., & Steel, Z. (2020). COVID-19: An Australian perspective. Journal of Loss & Trauma, 25(8), 662-672. http://dx.doi.org/10.1080/15325024.2020.1780748
Tedeschi, R. G., & Calhoun, L. G. (2004). Posttraumatic Growth: Conceptual Foundations and Empirical Evidence. Psychological Inquiry, 15(1),1-18. http://dx.doi.org/10.1207/s15327965pli1501_01
Tugade, M. M., & Fredrickson, B. L. (2004). Resilient Individuals Use Positive Emotions to Bounce Back From Negative Emotional Experiences. Journal of Personality and Social Psychology, 86(2), 320-333.http://dx.doi.org/10.1037/0022-3514.86.2.320
UN. (2020). Education during COVID-19 and beyond. Retrieved from https://www.un.org/development/desa/dspd/wp-content/uploads/sites/22/2020/08/sg_policy_brief_covid-19_and_education_august_2020.pdf
Wong, P. T. P. (2011). Positive psychology 20: Towards a balanced interactive model of the good life. Canadian Psychology/Psychologie canadienne, 52(2), 69-81. http://dx.doi.org/10.1037/a0022511
Y?ld?r?m, M., & Güler, A. (2020). Positivity mechanism explains how COVID-19 perceived risk increases death distress and reduces happiness. Personality and Individual Differences, 168(2021) 110347.
Y?ld?r?m, M., & Solmaz, F. (2020). COVID-19 burnout, COVID-19 stress and resilience: Initial psychometric properties of COVID-19 Burnout Scale. Death Studies. Advance online publication. https://doi.org/10.1080/07481187.2020.1818885
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Oct 4, 2020
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Burke, J., & Arslan, G. (2020). Positive Education and School Psychology During COVID-19 Pandemic. Journal of Positive School Psychology, 4(2), 137–139. https://doi.org/10.47602/jpsp.v4i2.243
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Journal of Positive School Psychology is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0, which allows free sharing, copying, and adaptation of the material for any purpose, even commercially, but with providing an appropriate reference to the source.